Enduring Understanding:
Everything is made of matter
Matter can be solid, liquid or gas
Essential Question:
What are solids, liquids and gases?
What are their characteristics?
Performance Indicator:
1.2.1.1 classify objects, materials, concepts, and actions based on similarities and differences
1.2.9 Communicate findings (i.e., speaking, writing, and drawing) using complete sentences and appropriate language to describe properties (i.e., wet, rough, rubber)
IEP Objectives (if applicable):
Visually impaired student:
-Will position himself close to materials presented at distance
-Will use magnifier when pictures/text are very small
-Will systematically scan reading materials from left to right/top to bottom
Student with visual motor/ fine motor delays:
- Will demonstrate adequate fine motor control to manipulate age appropriate classroom materials
- Will legibly handwrite or type written responses OR dictate responses
- Will demonstrate self-advocacy skills to use necessary accommodations such as text to speech software, spell check, dictionary, etc.
Assessment/ Evaluation:
Independent journaling on tablets demonstrates understanding of difference between matter types and use of descriptive words to describe characteristics of solids, liquids, and gases
Lesson Materials:
1. different kind of liquids (water, colored water, lotion, etc.)
2. different kind of solids (fruits, objects, etc.)
3. balloons (inflated with helium and regular air); deflated balloons of different shapes
4. magnifiers
5. different containers
Technology:
Smartboard
Automated Response System (Clickers)
Tablet PCs
Internet
Headphones
Zoomtext (Screen Magnifier)
Intellikeys
Text to speech software
Word prediction software
Graphic organizers
Mobile lab with laptops for each student
Activator/ Pre-Assessment:
Teacher will explain to the class that they are going to learn what matter is, and that matter can be divided in solids, liquids and gases.
Write the words "solid," "liquid," "gas" on the Smartboard, in 3 separate columns. Ask students if they know what they are, and if they can give examples of each. Write all the answers and save them.
Watch the movie about "matter" in BrainPOP Jr. Come back to the Smartboard and ask students to look at the previous answers. Make the changes and additions that students feel necessary after watching the BrainPOP lesson.
Focus Lesson: Whole/ Small group Modeling and Instruction:
Take a container with colored water. Pour the same water in different containers. Take any solid and drop it in different containers. Direct students to infer that liquids take the shape of the container that holds them, but solids keep their shape.
Ask them if they think that gas takes different shapes or not. Have them vote YES or NO via the Automated Response System (clicker) on their own laptop, with answerings showing on the Smartboard. Ask them to blow air in balloons of different shapes and see what happens.
Guided Practice:
Divide students in groups. Provide each group with different liquids (water, colored water, juice, salad dressing, syrup, honey, milk, etc.). Ask them to observe and write or draw on tablet PCs their different characteristics. Students may wish to dictate their responses/ ideas to another student in the group to write for them.
Next, provide students with solids (manipulatives, fruits, different kind of objects). Ask them to do the same.
For gases, give students a balloon inflated with helium and one with regular air. What's the difference?
Walk around the groups to make sure that they understand and follow directions. Help them to come up with new terms to describe matter (like "dense," "transparent," etc.). They can use the thesaurus on their laptop software to help them with this.
Each group will present to the class their findings and will record the new, descriptive vocabulary on the Smartboard. Each group will save the lists generated on the tablet PC's to the class folder.
Also, each group will take pictures of various states of matter with a digital camera.
Independent Practice:
Students will complete a worksheet requiring them to write sentences of what they have learned using the new vocabulary posted on the Smartboard. They will also draw pictures. Each student will decide what tool to use for his/her writing: tablet PC, laptop, regular notebook and pencil, etc. Students may choose to use graphic organizers from Kidspiration.
Differentiation:
The teacher will make the groups. Each group will have students with different levels of reading/math.
This lesson will accommodate all learning styles (using senses, active participation, listening, technology, quiet time to put ideas in order while writing, etc.)
Students will have the ability to draw or use graphic organizer rather than simply write sentences.
Students will be able to use laptop resources.- spell check, thesaurus, text to speech software, Intellitools/ IntelliKeys.
Smartboards allow notes/ information to be saved and students can review at another time, rather than handwriting notes.
Automated response system allows students to "anonymously" answer teacher questions rather than raising their hands. This may increase participation for some students and allow students to think over their answers rather than being called on. These systems also give a nice visual representation of answers for visual learners.
Closure:
The pictures and individual sentences using new vocabulary will be posted on the class website.
Lesson # 2- Liquids
- Science-
Enduring Understanding:
Liquids flow.
Some solids disolve in liquids.
Essential Question:
What is a liquid?
What are the properties of a liquid?
What happens when a solid seems to disappear into a liquid?
Performance Indicators:
4.2.3 describe processes that can cause changes in materials
1.2.4 recognize simple and well designed procedures that identify important variables within an investigation
1.2.1.1 classify objects. materials, concepts, and actions based on similarities and differences
IEP Objectives (if applicable):
Visually impaired student:
-Will position himself close to materials presented at distance
-Will use magnifier when pictures/text are very small
-Will will systematically scan reading materials from left to right/top to bottom
Student with visual motor/ fine motor delays:
- Will demonstrate adequate fine motor control to manipulate age appropriate classroom materials
- Will legibly handwrite or type written responses OR dictate responses
- Will demonstrate self-advocacy skills to use necessary accommodations such as text to speech software, spell check, dictionary, etc.
Assessment/ Evaluation:
Upon completion of this lesson, students will be able to make an educated prediction and explain if/ why a solid will disolve in liquid either orally, written, or through drawing
Lesson Materials:
1. Liquids- Water, Oil, syrup, detergent, etc.
2. Solids- crackers, lego, sugar, flour, salt, etc.
3. Magnifiers
4. Clear containers
5. Worksheet for Independent practice in class folder on network file share
Technology:
Clickers
Tablet PC's
Digital Camera/ Video
SmartBoard
Intellikeys
Zoomtext
Text to speech software
Word prediction software
Mobile Lab with laptops for each student
Activator/ Pre-Assessment:
Teacher will introduce topic of lesson- Dissolving Solids into Liquids and explain purpose of lesson is to determine and predict which solids will dissolve into liquids. Teacher will hold up a series of liquids and solids and students will need to use Clicker is order to determine: YES- solid will dissolve into liquid or NO: solid will not dissolve into liquid. Automated response software will display a pie chart of students responses on the SmartBoard. This will allow students to begin to process and engage in investigating whether or not their responses were correct. This data will be saved and posted to the class website.
Focus Lesson: Whole/ Small group Modeling and Instruction:
Teacher takes a solid and liquid and guides students through the process of predicting and then documenting his/ her prediction. Teacher will discuss out loud what his/her prediction is and use Tablet PC connected to SmartBoard to write down prediction and why. Teacher will explain to students that they should orally share and discuss their predictions with each other and come up with one written response/ drawing using tablet PC.
Guided Practice:
Teacher will pair students based on varied reading and writing levels. In pairs, students will be given a liquid and solid and will discuss their predictions together. Each pair will use their tablet PC and write down what their prediction is and why they made the prediction. Teacher will take digital pictures of students working collaboratively. Each pair of students will then come up to the front of the class with their tablet PC and perform their experiment after they have shared with the class their groups prediction. Students will save their responses to the class folder on the network file sharing system. Teacher will take video of each group performing their experiment. Video and pictures will be posted to class website.
Independent Practice:
Students will each return to their own seats and begin writing about how dissolving/ non-dissolving solids affect the liquid they were put into.
Students will choose one of the combinations shared in front of the class in which the solid dissolved into the liquid and either draw or write how the solid changed the characteristics of the liquid. Students will use laptops from the mobile lab to pull up the worksheet provided in the class folder. Students can dictate responses to para-educator if they prefer not to type. Students can use spell-check, thesaurus, text to speech, and word prediction software.
Differentiation:
Pairing students / collaborative work allows for students to orally share and answers and work together to come up with written responses.
Can have IntelliKeys overlay for students who are unable to draw or type response.
Auditory and visual demonstration
Hands on experiment
Students will use laptops with build-in supports- spell-check, thesaurus, text to speech, word prediciton.
Students who master the skill quickly can help other students in the group.
Smartboards allow notes/ information to be saved and students can review at another time, rather than handwriting notes.
Automated response system allows students to "anonymously" answer teacher questions rather than raising their hands. This may increase participation for some students and allow students to think over their answers rather than being called on. These systems also give a nice visual representation of answers for visual learners.
Closure:
Teacher will post digital pictures and video of experiments to class website for students and teachers to review at home. Teacher and students generate list of solids that dissolved and solids that didn't dissolve as a group. Teacher writes down on Smartboard and saves and posts along with pictures/ videos. Next lesson: students will share how the solids that dissolved changed the liquid.
Lesson # 3- Measuring Liquids/ Solids- Cooking
- Math-
Enduring Understanding:
Specific tools measure specific attributes.
A measurement must contain a number and a unit.
Essential Question:
What units and tools measure the different attributes?
Why are standard units of measurement used?
Why are units used in measurement?
Performance Indicator:
3.2.1.1 identify and describe measurable attributes including length, area, weight, volume/ capacity, and temperature.
3.2.2.1 use measurement tools appropriately.
3.2.2.2 measure in nonstandard and standard units (inches [to ½ inch increments], feet, centimeters, grams, kilograms, ounces, pounds, degrees Celsius, degrees Fahrenheit, hours, minutes, cups, and quarts).
3.2.3.1 estimate and measure length, weight, temperature, time, and capacity to the nearest whole unit.
IEP Objectives (if applicable):
Student will measure capacity.
Visually impaired student:
-Will position himself close to materials presented at distance
-Will use magnifier when pictures/text are very small
-Will systematically scan reading materials from left to right/top to bottom
Student with visual motor/ fine motor delays:
- Will demonstrate adequate fine motor control to manipulate age appropriate classroom materials
- Will legibly handwrite or type written responses OR dictate responses
- Will demonstrate self-advocacy skills to use necessary accommodations such as text to speech software, spell check, dictionary, etc.
Assessment/ Evaluation:
Students will demonstrate ability to use measuring cups ( 1 cup, 1/2 cup, 1/3 cup. and 1/4 cup) correctly. Students will state why standard units are used during cooking. Students will complete a worksheet on the computer and turn in to teacher at the end of this lesson.
Lesson Materials:
Measuring cups
Bowls
Water
Pitcher
Milk
Bisquick
Spoons
Electric griddle
Eggs
Syrup
Paper plates
Butter
Magnifiers
Technology:
LCD Projector
SmartBoard
Video Camera
Headphones
Mobile lab with laptops for each student
Activator/ Pre-Assessment:
Teacher will show pre-recorded video on the LCD projector of either the teacher or if possible another person who can act as the "chef" explaining that the class will be working on measuring liquids and solids by creating their own Cooking Show!! The Chef will talk about the importance of using standard units while cooking so that the recipe is the same for everyone. Chef will also talk about why measuring correctly is important by demonstrating difference between too much liquid in pancake batter and not enough liquid in pancake batter.
Focus Lesson: Whole/ Small group Modeling and Instruction:
Teacher will review measuring cup sizes. Students will be divided into groups of three to four students. Students will be given various measuring cups and a bowl/ pitcher of water. Teacher will write on the Smartboard an amount of water to be measured. Each student in the group will take a turn measuring and demonstrating their ability to use the measuring cups appropriately. Visually impaired students will use magnifiers to read the measuring marks. Children with fine motor delays can have peer hold either the measuring cup for them, or pour for them. Teacher will also have students add various fraction amount of liquids as well to incorporate this skill into the lesson. Teacher will collect bowls and pitchers.
Guided Practice:
Students will be directed to video from YouTube.com (http://www.youtube.com/watch?v=K-frxPbi1hE) on how to make pancakes on individual computers. Students will watch the video until the 5:30 mark, using their own headphones. Teacher will instruct students to complete worksheet found in Student shared files which will include: writing ingredients needed, recipe, and directions for making pancake batter. Worksheet will also include 2 short essays on why standard units are used and why measuring correctly is important. Students will be able to re-watch the video at their own pace to complete this activity. Teacher will remind students that they will be making their own cooking show and will need to complete the ingredients and directions section first! Students can use all laptop resources for spelling, dictionary, word prediction software, and text to speech software.
Independent Practice:
While students are completing their own worksheet activity, the teacher will video tape each group making their own "Cooking Show". Each person in the group will be required to demonstrate measuring one solid or liquid. One student will narrate the process, stating each ingredient and the standard unit of measurement used. Each group will make only the pancake batter.
Differentiation:
Visual and auditory information presented for different learning styles
Hands-on activities
Use of guided technology
Grouping students of various letters so that students can work collaboratively
Video in guided practice gives visual and auditory instruction an can be replayed for students who benefit from repetition
Worksheet provided in class folder gives template for expectations of assignment
Closure:
Students will volunteer to share their answers for their essay questions on standard units and measuring correctly from their worksheet activities. Students will "Hand In" the worksheets.
After all the groups have completed video taping their "Cooking Shows", the teacher will have each student come up and measure out 1/2 cup batter and place it on the griddle to make pancakes for the entire class.
Teacher will post class "Cooking Shows" to class website for parents and students to review.
Lesson # 1- Matter
Introduction: Science
Enduring Understanding:
Everything is made of matter
Matter can be solid, liquid or gas
Essential Question:
What are solids, liquids and gases?
What are their characteristics?
Performance Indicator:
1.2.1.1 classify objects, materials, concepts, and actions based on similarities and differences
1.2.9 Communicate findings (i.e., speaking, writing, and drawing) using complete sentences and appropriate language to describe properties (i.e., wet, rough, rubber)
IEP Objectives (if applicable):
Visually impaired student:
-Will position himself close to materials presented at distance
-Will use magnifier when pictures/text are very small
-Will systematically scan reading materials from left to right/top to bottom
Student with visual motor/ fine motor delays:
- Will demonstrate adequate fine motor control to manipulate age appropriate classroom materials
- Will legibly handwrite or type written responses OR dictate responses
- Will demonstrate self-advocacy skills to use necessary accommodations such as text to speech software, spell check, dictionary, etc.
Assessment/ Evaluation:
Independent journaling on tablets demonstrates understanding of difference between matter types and use of descriptive words to describe characteristics of solids, liquids, and gases
Lesson Materials:
1. different kind of liquids (water, colored water, lotion, etc.)
2. different kind of solids (fruits, objects, etc.)
3. balloons (inflated with helium and regular air); deflated balloons of different shapes
4. magnifiers
5. different containers
Technology:
Smartboard
Automated Response System (Clickers)
Tablet PCs
Internet
Headphones
Zoomtext (Screen Magnifier)
Intellikeys
Text to speech software
Word prediction software
Graphic organizers
Mobile lab with laptops for each student
Activator/ Pre-Assessment:
Teacher will explain to the class that they are going to learn what matter is, and that matter can be divided in solids, liquids and gases.
Write the words "solid," "liquid," "gas" on the Smartboard, in 3 separate columns. Ask students if they know what they are, and if they can give examples of each. Write all the answers and save them.
Watch the movie about "matter" in BrainPOP Jr. Come back to the Smartboard and ask students to look at the previous answers. Make the changes and additions that students feel necessary after watching the BrainPOP lesson.
Focus Lesson: Whole/ Small group Modeling and Instruction:
Take a container with colored water. Pour the same water in different containers. Take any solid and drop it in different containers. Direct students to infer that liquids take the shape of the container that holds them, but solids keep their shape.
Ask them if they think that gas takes different shapes or not. Have them vote YES or NO via the Automated Response System (clicker) on their own laptop, with answerings showing on the Smartboard. Ask them to blow air in balloons of different shapes and see what happens.
Guided Practice:
Divide students in groups. Provide each group with different liquids (water, colored water, juice, salad dressing, syrup, honey, milk, etc.). Ask them to observe and write or draw on tablet PCs their different characteristics. Students may wish to dictate their responses/ ideas to another student in the group to write for them.
Next, provide students with solids (manipulatives, fruits, different kind of objects). Ask them to do the same.
For gases, give students a balloon inflated with helium and one with regular air. What's the difference?
Walk around the groups to make sure that they understand and follow directions. Help them to come up with new terms to describe matter (like "dense," "transparent," etc.). They can use the thesaurus on their laptop software to help them with this.
Each group will present to the class their findings and will record the new, descriptive vocabulary on the Smartboard. Each group will save the lists generated on the tablet PC's to the class folder.
Also, each group will take pictures of various states of matter with a digital camera.
Independent Practice:
Students will complete a worksheet requiring them to write sentences of what they have learned using the new vocabulary posted on the Smartboard. They will also draw pictures. Each student will decide what tool to use for his/her writing: tablet PC, laptop, regular notebook and pencil, etc. Students may choose to use graphic organizers from Kidspiration.
Differentiation:
The teacher will make the groups. Each group will have students with different levels of reading/math.
This lesson will accommodate all learning styles (using senses, active participation, listening, technology, quiet time to put ideas in order while writing, etc.)
Students will have the ability to draw or use graphic organizer rather than simply write sentences.
Students will be able to use laptop resources.- spell check, thesaurus, text to speech software, Intellitools/ IntelliKeys.
Smartboards allow notes/ information to be saved and students can review at another time, rather than handwriting notes.
Automated response system allows students to "anonymously" answer teacher questions rather than raising their hands. This may increase participation for some students and allow students to think over their answers rather than being called on. These systems also give a nice visual representation of answers for visual learners.
Closure:
The pictures and individual sentences using new vocabulary will be posted on the class website.
Lesson # 2- Liquids
- Science-
Enduring Understanding:
Liquids flow.
Some solids disolve in liquids.
Essential Question:
What is a liquid?
What are the properties of a liquid?
What happens when a solid seems to disappear into a liquid?
Performance Indicators:
4.2.3 describe processes that can cause changes in materials
1.2.4 recognize simple and well designed procedures that identify important variables within an investigation
1.2.1.1 classify objects. materials, concepts, and actions based on similarities and differences
IEP Objectives (if applicable):
Visually impaired student:
-Will position himself close to materials presented at distance
-Will use magnifier when pictures/text are very small
-Will will systematically scan reading materials from left to right/top to bottom
Student with visual motor/ fine motor delays:
- Will demonstrate adequate fine motor control to manipulate age appropriate classroom materials
- Will legibly handwrite or type written responses OR dictate responses
- Will demonstrate self-advocacy skills to use necessary accommodations such as text to speech software, spell check, dictionary, etc.
Assessment/ Evaluation:
Upon completion of this lesson, students will be able to make an educated prediction and explain if/ why a solid will disolve in liquid either orally, written, or through drawing
Lesson Materials:
1. Liquids- Water, Oil, syrup, detergent, etc.
2. Solids- crackers, lego, sugar, flour, salt, etc.
3. Magnifiers
4. Clear containers
5. Worksheet for Independent practice in class folder on network file share
Technology:
Clickers
Tablet PC's
Digital Camera/ Video
SmartBoard
Intellikeys
Zoomtext
Text to speech software
Word prediction software
Mobile Lab with laptops for each student
Activator/ Pre-Assessment:
Teacher will introduce topic of lesson- Dissolving Solids into Liquids and explain purpose of lesson is to determine and predict which solids will dissolve into liquids. Teacher will hold up a series of liquids and solids and students will need to use Clicker is order to determine: YES- solid will dissolve into liquid or NO: solid will not dissolve into liquid. Automated response software will display a pie chart of students responses on the SmartBoard. This will allow students to begin to process and engage in investigating whether or not their responses were correct. This data will be saved and posted to the class website.
Focus Lesson: Whole/ Small group Modeling and Instruction:
Teacher takes a solid and liquid and guides students through the process of predicting and then documenting his/ her prediction. Teacher will discuss out loud what his/her prediction is and use Tablet PC connected to SmartBoard to write down prediction and why. Teacher will explain to students that they should orally share and discuss their predictions with each other and come up with one written response/ drawing using tablet PC.
Guided Practice:
Teacher will pair students based on varied reading and writing levels. In pairs, students will be given a liquid and solid and will discuss their predictions together. Each pair will use their tablet PC and write down what their prediction is and why they made the prediction. Teacher will take digital pictures of students working collaboratively. Each pair of students will then come up to the front of the class with their tablet PC and perform their experiment after they have shared with the class their groups prediction. Students will save their responses to the class folder on the network file sharing system. Teacher will take video of each group performing their experiment. Video and pictures will be posted to class website.
Independent Practice:
Students will each return to their own seats and begin writing about how dissolving/ non-dissolving solids affect the liquid they were put into.
Students will choose one of the combinations shared in front of the class in which the solid dissolved into the liquid and either draw or write how the solid changed the characteristics of the liquid. Students will use laptops from the mobile lab to pull up the worksheet provided in the class folder. Students can dictate responses to para-educator if they prefer not to type. Students can use spell-check, thesaurus, text to speech, and word prediction software.
Differentiation:
Pairing students / collaborative work allows for students to orally share and answers and work together to come up with written responses.
Can have IntelliKeys overlay for students who are unable to draw or type response.
Auditory and visual demonstration
Hands on experiment
Students will use laptops with build-in supports- spell-check, thesaurus, text to speech, word prediciton.
Students who master the skill quickly can help other students in the group.
Smartboards allow notes/ information to be saved and students can review at another time, rather than handwriting notes.
Automated response system allows students to "anonymously" answer teacher questions rather than raising their hands. This may increase participation for some students and allow students to think over their answers rather than being called on. These systems also give a nice visual representation of answers for visual learners.
Closure:
Teacher will post digital pictures and video of experiments to class website for students and teachers to review at home. Teacher and students generate list of solids that dissolved and solids that didn't dissolve as a group. Teacher writes down on Smartboard and saves and posts along with pictures/ videos. Next lesson: students will share how the solids that dissolved changed the liquid.
Lesson # 3- Measuring Liquids/ Solids- Cooking
- Math-
Enduring Understanding:
Specific tools measure specific attributes.
A measurement must contain a number and a unit.
Essential Question:
What units and tools measure the different attributes?
Why are standard units of measurement used?
Why are units used in measurement?
Performance Indicator:
3.2.1.1 identify and describe measurable attributes including length, area, weight, volume/ capacity, and temperature.
3.2.2.1 use measurement tools appropriately.
3.2.2.2 measure in nonstandard and standard units (inches [to ½ inch increments], feet, centimeters, grams, kilograms, ounces, pounds, degrees Celsius, degrees Fahrenheit, hours, minutes, cups, and quarts).
3.2.3.1 estimate and measure length, weight, temperature, time, and capacity to the nearest whole unit.
IEP Objectives (if applicable):
Student will measure capacity.
Visually impaired student:
-Will position himself close to materials presented at distance
-Will use magnifier when pictures/text are very small
-Will systematically scan reading materials from left to right/top to bottom
Student with visual motor/ fine motor delays:
- Will demonstrate adequate fine motor control to manipulate age appropriate classroom materials
- Will legibly handwrite or type written responses OR dictate responses
- Will demonstrate self-advocacy skills to use necessary accommodations such as text to speech software, spell check, dictionary, etc.
Assessment/ Evaluation:
Students will demonstrate ability to use measuring cups ( 1 cup, 1/2 cup, 1/3 cup. and 1/4 cup) correctly. Students will state why standard units are used during cooking. Students will complete a worksheet on the computer and turn in to teacher at the end of this lesson.
Lesson Materials:
Technology:
LCD Projector
SmartBoard
Video Camera
Headphones
Mobile lab with laptops for each student
Activator/ Pre-Assessment:
Teacher will show pre-recorded video on the LCD projector of either the teacher or if possible another person who can act as the "chef" explaining that the class will be working on measuring liquids and solids by creating their own Cooking Show!! The Chef will talk about the importance of using standard units while cooking so that the recipe is the same for everyone. Chef will also talk about why measuring correctly is important by demonstrating difference between too much liquid in pancake batter and not enough liquid in pancake batter.
Focus Lesson: Whole/ Small group Modeling and Instruction:
Teacher will review measuring cup sizes. Students will be divided into groups of three to four students. Students will be given various measuring cups and a bowl/ pitcher of water. Teacher will write on the Smartboard an amount of water to be measured. Each student in the group will take a turn measuring and demonstrating their ability to use the measuring cups appropriately. Visually impaired students will use magnifiers to read the measuring marks. Children with fine motor delays can have peer hold either the measuring cup for them, or pour for them. Teacher will also have students add various fraction amount of liquids as well to incorporate this skill into the lesson. Teacher will collect bowls and pitchers.
Guided Practice:
Students will be directed to video from YouTube.com (http://www.youtube.com/watch?v=K-frxPbi1hE) on how to make pancakes on individual computers. Students will watch the video until the 5:30 mark, using their own headphones. Teacher will instruct students to complete worksheet found in Student shared files which will include: writing ingredients needed, recipe, and directions for making pancake batter. Worksheet will also include 2 short essays on why standard units are used and why measuring correctly is important. Students will be able to re-watch the video at their own pace to complete this activity. Teacher will remind students that they will be making their own cooking show and will need to complete the ingredients and directions section first! Students can use all laptop resources for spelling, dictionary, word prediction software, and text to speech software.
Independent Practice:
While students are completing their own worksheet activity, the teacher will video tape each group making their own "Cooking Show". Each person in the group will be required to demonstrate measuring one solid or liquid. One student will narrate the process, stating each ingredient and the standard unit of measurement used. Each group will make only the pancake batter.
Differentiation:
Visual and auditory information presented for different learning styles
Hands-on activities
Use of guided technology
Grouping students of various letters so that students can work collaboratively
Video in guided practice gives visual and auditory instruction an can be replayed for students who benefit from repetition
Worksheet provided in class folder gives template for expectations of assignment
Closure:
Students will volunteer to share their answers for their essay questions on standard units and measuring correctly from their worksheet activities. Students will "Hand In" the worksheets.
After all the groups have completed video taping their "Cooking Shows", the teacher will have each student come up and measure out 1/2 cup batter and place it on the griddle to make pancakes for the entire class.
Teacher will post class "Cooking Shows" to class website for parents and students to review.